IB MYP Middle School at AGIS
Middle school represents a "window of opportunity" during which adolescents undergo rapid change: self-identity takes shape, independence grows, and an interest in the real world and future careers emerges. The International Baccalaureate (IB) Middle Years Programme (MYP) is designed specifically for this age group; structured as a five-year cycle, it is organized around eight subject groups. The middle school program (Grades 5–9) at Astana Garden International School (AGIS) integrates IB MYP standards and the requirements of the Republic of Kazakhstan’s state standards, complementing them with the school’s own unique components.
Astana Garden International School is an IB World School (IB World School), authorized in all three International Baccalaureate® (IB) programs — the Primary Years Programme (IB PYP), the Middle Years Programme (IB MYP), and the Career-related Programme (IB CP).
For grades 5–8, the curriculum, based on the state standard of the Republic of Kazakhstan, also includes the following components:
Additionally in Grade 9:
For grades 5–8, the curriculum, based on the state standard of the Republic of Kazakhstan, also includes the following components:
- English as the Language of Instruction,
- Advanced English,
- STEAM laboratory work
- Digital Literacy AI Literacy
- Project-Based Learning (PBL)
- College Counseling + Career Guidance
- Academic Writing (Grade 8)
- Extracurricular Development Programme
- Office Hours
- Electives (second foreign language, robotics, etc.)
Additionally in Grade 9:
- Pre-SAT / SAT preparation
- IELTS preparation
- Counselor support
- AP subjects
- Critical thinking
IB MYP status and programme framework at AGIS
The IB MYP is built on the principle of learning “in context”: through global contexts, students explore topics connected to their lives and the world around them, fostering international-mindedness.
A key feature of the IB MYP is long-term projects (Personal Project / Community Project, depending on the grade), where students conduct independent inquiry within a global context while developing research, planning, communication and responsible action skills.
A key feature of the IB MYP is long-term projects (Personal Project / Community Project, depending on the grade), where students conduct independent inquiry within a global context while developing research, planning, communication and responsible action skills.
What is IB MYP: learning in context and
a “connected” learning experience
a “connected” learning experience
Key features of PBL:
Examples:
In other words, PBL is a learning format based on working through projects.
Project-Based Learning within Transdisciplinary Learning:
For example:
Theme: Sustainable Cities
Students:
- there is a specific project or task
- the work continues over several months
- students research, create, and present
- the outcome is a project, product, or research study
- teamwork and independent learning are actively encouraged
Examples:
- develop an environmental project to reduce waste at school
- create a startup idea and pitch it to investors
- conduct research and prepare a scientific poster
In other words, PBL is a learning format based on working through projects.
Project-Based Learning within Transdisciplinary Learning:
- Transdisciplinary Learning — an approach to organizing learning content
- Project-Based Learning (PBL) — a method for implementing this approach
For example:
Theme: Sustainable Cities
Students:
- explore the issue through different subjects
- conduct research
- develop a project — a model of a sustainable city
- Transdisciplinarity — integration of different subjects
- PBL — a project-based format for learning
Transdisciplinary learning through project-based formats
(Project-Based Learning PBL) at AGIS secondary school.
(Project-Based Learning PBL) at AGIS secondary school.
Project-Based Learning, in its modern understanding, is an educational approach in which students gain knowledge and skills by working over an extended period on a meaningful project—addressing real-world problems, creating products, or responding to complex questions.
Transdisciplinary learning is a core element of the IB MYP.
It integrates multiple subjects around a central theme or real-world problem.
It integrates multiple subjects around a central theme or real-world problem.
The goal is not to separate knowledge by disciplines, but to explore it holistically.
Example: “Water”
Students explore the topic through:
Example: “Water”
Students explore the topic through:
- science — properties of water, ecosystems
- geography — global water resources
- mathematics — measurement and statistics
- Languages — essays and presentations
- arts — visual projects
STEAM approach: laboratories, research, and scientific thinking.
The STEAM approach is actively implemented in middle school through hands-on laboratory work.
STEAM is an interdisciplinary approach that combines Science, Technology, Engineering, Arts and Mathematics as “entry points” for inquiry and critical thinking.
STEAM learning format:
laboratory sessions,
research projects,
data collection and analysis,
prototyping,
modeling,
presentation of results.
This approach naturally strengthens both PBL and the overall MYP learning framework.
STEAM is an interdisciplinary approach that combines Science, Technology, Engineering, Arts and Mathematics as “entry points” for inquiry and critical thinking.
STEAM learning format:
laboratory sessions,
research projects,
data collection and analysis,
prototyping,
modeling,
presentation of results.
This approach naturally strengthens both PBL and the overall MYP learning framework.
https://www.unesco.org/en/articles/ai-competency-framework-students
Academic Writing in Grade 8 develops skills that students will need in upper secondary school and, especially,
in higher education:
These skills later provide direct support for AP courses, research assignments, and university preparation.
Academic Writing in Grade 8 develops skills that students will need in upper secondary school and, especially,
in higher education:
- structuring an argument
- working with sources
- proper citation
- academic integrity
- clarity in written communication
These skills later provide direct support for AP courses, research assignments, and university preparation.
AI Literacy and Academic Writing: skills that support
learning without relying on shortcuts.
learning without relying on shortcuts.
AI literacy in middle school goes beyond simply using tools — it includes critical evaluation of results, ethical awareness, and an understanding of limitations. This is why international frameworks (for example, UNESCO*) emphasize the importance of preparing students as responsible users and co-creators of AI, covering areas from ethics to technical understanding and system design.
Grades 5–7 mark the beginning of the student journey before formal career guidance: students explore their interests, develop skills, try different roles and learn to set goals.
In Grade 8, career guidance becomes more in-depth through the College Counseling course, where students define their future academic profile before entering high school. At this stage, preparation for admission to top universities also begins.
The College Counseling programme includes: career guidance, analysis of interests, skills and personal strengths, career pathways, gaining initial academic and professional experience.
Students are also introduced to application strategies and begin developing their individual admission pathway. In Grade 9, this develops into a personalized three-year plan, including: thoughtful subject selection, planning timelines for international exams, participation in projects and extracurricular activities
Students begin taking AP subjects aligned with their chosen strategy. Additionally: Pre-SAT / SAT, IELTS preparation and one-on-one work with a college counselor. This structured approach allows students to make informed decisions and successfully navigate the university admissions process.
In Grade 8, career guidance becomes more in-depth through the College Counseling course, where students define their future academic profile before entering high school. At this stage, preparation for admission to top universities also begins.
The College Counseling programme includes: career guidance, analysis of interests, skills and personal strengths, career pathways, gaining initial academic and professional experience.
Students are also introduced to application strategies and begin developing their individual admission pathway. In Grade 9, this develops into a personalized three-year plan, including: thoughtful subject selection, planning timelines for international exams, participation in projects and extracurricular activities
Students begin taking AP subjects aligned with their chosen strategy. Additionally: Pre-SAT / SAT, IELTS preparation and one-on-one work with a college counselor. This structured approach allows students to make informed decisions and successfully navigate the university admissions process.
Grades 8–9 as a key decision point.
Career guidance and the beginning of university preparation.
Career guidance and the beginning of university preparation.
Advanced Placement (AP), developed by the College Board, allows students to study subjects at a university level and demonstrate their academic achievement through standardized exams.
- AP subjects are available starting from Grade 9. Scores of 4.0 and above significantly strengthen a student’s university application profile.
AP courses as a way to strengthen the academic pathway.
In the IB system, ATL skills (Approaches to Learning) are a core component of the educational process and are integrated across all IB programmes: PYP, MYP and CP.
ATL skills represent the ability to learn effectively and consists of five groups of skills:
cognitive (thinking) skills
research skills
communication skills
social skills
self-management skills
ATL skills are embedded into the academic
ATL skills represent the ability to learn effectively and consists of five groups of skills:
cognitive (thinking) skills
research skills
communication skills
social skills
self-management skills
ATL skills are embedded into the academic
ATL SKILLS (APPROACHES TO LEARNING)
Primary school (PYP)
Primary school
In the IB PYP, in grades 1–4, ATL skills are developed daily through lessons, projects and extracurricular activities. Our students learn through inquiry and experience. ATL skills help them to ask questions, explore, collaborate, plan and reflect on their progress.
Students set goals to develop ATL skills and become increasingly independent learners. Most importantly, they understand how they learn and can apply these skills in any life situation. By the end of Grade 4, students demonstrate their ATL skills through the PYP Exhibition.
In the IB PYP, in grades 1–4, ATL skills are developed daily through lessons, projects and extracurricular activities. Our students learn through inquiry and experience. ATL skills help them to ask questions, explore, collaborate, plan and reflect on their progress.
Students set goals to develop ATL skills and become increasingly independent learners. Most importantly, they understand how they learn and can apply these skills in any life situation. By the end of Grade 4, students demonstrate their ATL skills through the PYP Exhibition.
Middle School (MYP)
Research skills are developed through the ability to formulate effective research questions, work with sources, and maintain academic integrity.
Thinking in the IB MYP involves the ability to critically evaluate information, form independent judgments, synthesize ideas and find solutions.
Communication and social skills are expressed through academic writing, presentations and collaborative research projects.
Thinking in the IB MYP involves the ability to critically evaluate information, form independent judgments, synthesize ideas and find solutions.
Communication and social skills are expressed through academic writing, presentations and collaborative research projects.
Within the MYP, ATL skills become explicit and measurable, fostering students’ academic independence — a key prerequisite for success in high school.
In the IB MYP from 5th to 9th grades, ATL skills become structured. Their development is intentionally planned by teachers within each subject area. ATL skills are integrated into assignments and assessment criteria.
High school (CP)
CP students work with real-world cases, analyze risks and develop solutions — ranging from business scenarios to product promotion strategies. In this process, they actively apply communication skills through writing letters, conducting interviews, preparing reports and presentations, while social skills are developed through collaborative projects and interaction with external organizations.
Self-management also becomes one of the key elements: students develop the ability to adapt, psychological resilience, as well as the ability to advocate for their interests and professional position.
Research skills are especially significantwithin the framework of the Reflective Project, in which students analyze anethical dilemma in their chosen field anddevelop their own well-reasoned andsubstantiated position.
Self-management also becomes one of the key elements: students develop the ability to adapt, psychological resilience, as well as the ability to advocate for their interests and professional position.
Research skills are especially significantwithin the framework of the Reflective Project, in which students analyze anethical dilemma in their chosen field anddevelop their own well-reasoned andsubstantiated position.
In IB CP from 10th to 11th grades, ATL skills are integrated with the CP Core component called “Personal and Professional Skills (PPS)”. Through this component, ATL skills foster students’ readiness for the professional world and future careers.
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